The maker movement has been gaining increased attention worldwide and has recently spread to universities, strengthening the entrepreneurial university. Makerspace communities are seen as open and democratic social spaces where knowledge sharing and peer-to-peer learning are essential. However, few scholars have examined the social learning dynamics in makerspace communities. The purpose of this paper is to contribute to these recent calls to investigate makerspaces and their relevance in enhancing learning in a university context.
The authors used a case study design to explore the social learning dynamics in the maker community. The authors used observations and interviews to gather rich data from ten members, including two founders. The study occurred over a five-month period.
In contrast to free-choice activities, this makerspace community practised a highly hierarchical and well-managed regulation of activities. The high emphasis on project work and serious play illustrates a community where technology is a means of delivering value through projects rather than a means to play and learn in itself.
Seen in the light of rapid technological development, educators are facing the danger of teaching outdated skills. The makerspace model represents an advanced type of pedagogy and mastery development in science, technology, engineering and mathematics subjects and has the potential to inspire educational designs while challenging traditional education.
The research provides insights into makerspace as a producer of talents, repositioning of technology transfer and value creation from an entrepreneurial university.
